Library class Essay Example | Topics and Well Written Essays - 500 words

Library class - Essay Example Why? (Use the criteria detailed out in week 3 lecture, i.e. Authority and Credibility, Scope, Coverage & Relevance, Bias & Accuracy, Currency & Timeliness, Quality, and Commercialism) (6 points). I would not use this source for my final project because it is not an academic paper and as such is not reliable and there is no assurance that it has gone through the valid and thorough research processes as seen in academic papers. 1. The website religioustolerance.org (http://www.religioustolerance.org/hom_marr.htm) was very helpful and interesting because it was able to discuss the issue of gay marriage using all the viewpoints raised by those who oppose and those who favor it. It is credible because it cites its sources for its discussions; however such sources are not very academic. They are also based on other opinions of other people. The information presented is updated based on the recent dates indicated in the website. 2. My classmate’s entry in relation to ____ is very insightful and interesting. It made use of current and academic resources which make the information reliable and credible. The date indicated in the website is very much recent and the data used came from reliable authors and studies. I suggest that she consider more websites from Google scholar searches because this search will also yield other scholarly and reliable

Alicia Essay Example for Free

Alicia Essay Alicia she was just a worrier. She said she would feel keyed up and unable to relax. At times it would come and go, and at times it would be constant. She is now afraid to go to a simple dinner party or even go to a restaurant. She stays in bed most days and hardly leaves her house. Thoughts Alicia has are racing and she says it’s hard to let things go. Alicia also has sleeping problems, trouble concentrating, lightheadedness, and worries about everything. I would diagnose Alicia with social anxiety disorder. This is an anxiety disorder in which a person has an excessive and unreasonable fear of social situations. Anxiety arises from a fear of being closely watched, judged, and criticized by others. A person with social anxiety disorder is afraid that they will make mistakes, look bad, and be embarrassed or humiliated in front of others. With this fear, they might not go around social situations at all. Without treatment, social anxiety disorder can negatively interfere with the persons normal daily routine. (MayoClinic,2013) Symptoms of social anxiety disorder can include: avoidance of social situations, anxiety in social situations, confusion, fast heartbeat, tension, and confusion. I will tell Alicia that this is a very common disorder. This disorder is second to depression, and it is more common in adult females than males. There is no known cause, but biological, psychological, and environmental factors may have an influence. Since these symptoms listed above are present, I will evaluate further by by asking questions about Alicia’s medical history and performing a physical exam. No lab tests will be done. If no physical illness is found, I will recommend her to see a psychiatrist or a psychologist. Along with this evaluation and seeing a psychiatrist or a psychologist, the most effective treatment currently is cognitive behavioral therapy or CBT. Medication is also used to help ease the symptoms of social anxiety disorder so that cognitive behavioral therapy is more effective. (MayoClinic,2013) CBT is a guide to make someone’s thoughts more rational and tells them to stop social situations until symptoms subside. Therapy may include real life situations or exposure therapy. The medication that can be used to help with CBT is antidepressants, tranquilizers, and beta blockers. MayoClinic,2013) With good treatment, Alicia can improve and enjoy a more productive life. Mrs. Arthur Mrs. Arthur is constantly afraid of catching cancer from contact with other people. She is particularly afraid of touching people who may have been in hospital where cancer patients have treatment. She tries to avoid touching anyone because they may have touched someone else who has had contact with cancer. Because of this she tries to avoid going out of the house at all. If she does touch someone, she has to wash her hands and her clothes extremely thoroughly, sometimes taking hours. She also insists that her husband and children should take off their clothes and wash themselves thoroughly whenever they come into the house. Her family is becoming increasingly impatient with this. She knows these fears are unrealistic but she cannot seem to stop. I would diagnose Mrs. Arthur with Obsessive-compulsive disorder (OCD). OCD is a type of anxiety disorder that traps people in endless cycles of repetitive thoughts and behaviors. People with OCD are constantly distressed with thoughts, fears, or obsessions they cannot control. The anxiety from these thoughts leads to an urgent need to perform certain rituals or routines. The compulsive rituals are performed in an attempt to prevent the obsessive thoughts or make them go away. (PubMedHelp,2013) Doing the rituals may only temporarily relieve the symptoms. Sometimes the rituals will last hours upon hours and interferes with their normal lifestyle. Symptoms of OCD include: obsessions, compulsions, fears of germs, causing harm, or making mistakes. They will repeatedly bath, shower, or wash their hands. They will also avoid touching things, and repeatedly check things. They may also clean a lot, count things, or do things in a specific order. There is no known cause of OCD but biological and environmental factors may be an influence. There is also no lab test to diagnose OCD. I would clearly diagnose Mrs. Arthur by simply looking at her symptoms and evaluate how much time she spends doing her â€Å"rituals†. OCD can be treated with medications and cognitive behavioral therapy. Cognitive behavioral therapy is a therapy to teach people with OCD to confront their fears and reduce anxiety without performing the ritual behaviors. Also called exposure therapy. Medications that can subside symptoms are antidepressants or a serotonin inhibitor. Electroconvulsive therapy or ECT is a therapy that uses electrodes that are attached to the patients head and a series of electric shocks are delivered to the brain, which induce seizures. The seizures cause the release of neurotransmitters in the brain. (PubMedHelp,2013) In the end, it relieves symptoms or treats OCD altogether. In most cases, these treatments can successfully help Mrs. Arthur with her OCD. With ongoing treatment, she can have long term relief from symptoms and gain a normal life again.

Reducing Communication and Processing Overhead

Reducing Communication and Processing Overhead RACE: Reducing Communication And Processing Overhead And Ensuring Security Milu Sayed Liyamol Aliyar Abstract— RACE, Report based payment scheme for multi-hop wireless network. Race is a secure incentive protocol which used for the multi-hop wireless network, helps packet transmission and enforce fairness. The protocol uses the concept of evidences and the regularity of the nodes. The trusted party evaluates the nodes competence and reliability. The payment method recompenses nodes that impart packets and toll the send incentives and are present in the reports. It submits the light weight payment reports to trusted party for update the credit incentives. AC(accounting center) verifies the regularity of the reports. For fair reports it has less processing overhead and for cheating reports it find the cheating nodes and evicts it. RACE finds the cheating nodes by requesting evidences.For reducing the overhead, the evidence aggregation technique is used. The evaluation of performance and analysis of security demonstrates it has less overhead and less payment clearance delay. Extensive evaluation of RACE provides that it’s robust against the unauthorized access. Extensive study for restraining fraudulent is in progress. Keywords—Incentive, payment, RACE, Accounting center Introduction (Heading 1) INTRODUCTION Now-a-days the multi-hop wireless n/w application is tremendously increased. The more technology advances the more vastness of the subject increases. Multi-hop wireless n/w there are number of hop exits from origin to destination. To reduce the flooding attacks. The nodes in cooperates in imparting information from one node to another. The nodes can be malicious or selfish. In multi-hop wireless networks (MWNs), the traffic originated from a node is usually relayed through the other nodes to the destination for enabling new applications and enhancing the network performance and deployment. MWNs can be deployed readily at low cost in developing and rural areas. Multi-hop packet relay can extend the network coverage using limited transmit power, improve area spectral efficiency, and enhance the network throughput and capacity. MWNs can also implement many useful applications such as data sharing and multimedia data transmission. For example, users in one area (residential neighborhood, university campus, etc.) having different wireless- enabled devices, e.g., PDAs, laptops, tablets, cell phones, etc., can establish a network to communicate, distribute files, and share information.[1] Now-a-days the interest in multi-hop wireless networks is increasing MWNs and can be deployed readily at low cost in developing and rural areas. Multi-hop packet relay can extend the network coverage using limited transmit power, improve area spectral efficiency, and enhance the network throughput and capacity. A good payment scheme should be secure, and require low overhead. However, the existing receipt-based payment schemes impose significant processing and communication overhead and implementation complexity. The incentive schemes can be divides into two and are reputation and credit based system. Reputation based scheme Reputation schemes mainly depend on sending information from one node to the neighboring nodes and keep a track of these nodes so that can eventually helps to find the node which is corrupted or malicious. In reputation based the selfish nodes are punished. Credit based scheme Here a node relying the packets from one to other is service. In this unlike reputed scheme, the nodes are not punished when they do not cooperate. It prompts nodes to collaborate with the other nodes for transaction Multi-hop Wireless Networks Mainly develop a suite of efficient security mechanisms and protocols for mobile ad-hoc and multi-hop cellular networks. Specifically, we focus on thwarting packet-dropping and selfishness attacks, privacy preserving for user , and creating more determined routes to reduce the breaking of the routes , thus boosting the network performance in terms of end -to- end packet delay, packet delivery ratio, throughput, etc.[10] Efficient and Secure Credit-Based Incentive Mechanism We develop a fair efficient secure credit-based incentive mechanism that uses credits (or micropayment) to charge the nodes that impart the packets, and to toll those relaying packets. In this network origin to destination transfer of the node is shown. Here from origin to destination the node forms a path and the form a hop .Thus for moving from origin to destination there creates a number of hops .for multi-hop network there are number of hops from origin to destination. cellular networks. Specifically, we focus on thwarting packet-dropping and selfishness attacks, privacy preserving for user , and creating more determined routes to reduce the breaking of the routes , thus boosting the network performance in terms of end -to- end packet delay, packet delivery ratio, throughput, etc. We develop a fair efficient secure credit-based incentive mechanism that uses credits (or micropayment) to charge the nodes that impart the packets, and to toll those relaying packets. In this network origin to destination transfer of the node is shown. Here from origin to destination the node forms a path and the form a hop .Thus for moving from origin to destination there creates a number of hops .for multi-hop network there are number of hops from origin to destination. MICROPAYMENT Micropayment is a online and e commerce payment for transferring money from one system to one another node .A micropayment is a incentive transaction involving sum of money and usually one that occurs online. PayPal defines a micropayment as a transaction of less than 12 USD Applications Mesh networks may involve either fixed or mobile devices. The solutions are as diverse as communication needs, for example in difficult environments such as emergency situations, tunnels, oil rigs, battlefield surveillance, high speed mobile video applications on board public transport or real time racing car telemetry. An important possible application for wireless mesh networks is VoIP. By using a Quality of Service scheme, the wireless mesh may support local telephone calls to be routed through the mesh. Some current applications: U.S. military forces are now using wireless mesh networking to connect their computers, mainly ruggedized laptops, in field operations. Electric meters now being deployed on residences transfer their readings from one to another and eventually to the central office for billing without the need for human meter readers or the need to connect the meters with cables. The laptops in the One Laptop per Child program use wireless mesh networking to enable students to exchange files and get on the Internet even though they lack wired or cell phone or other physical connections in their area. The 66-satellite Iridium constellation operates as a mesh network, with wireless links between adjacent satellites. Calls between two satellite phones are routed through the mesh, from one satellite to another across the constellation, without having to go through an earth station. This makes for a smaller travel distance for the signal, reducing latency, and also allows for the constellation to operate with far fewer earth stations that would be required for 66 traditional communications satellite II SYSTEM DESIGN Contribution: is the first to verify the payment by investigating the consistency of the nodes’ reports without: Systematically relenting Processing security tokens imprecise allegation Proposed System Security was emphasized both for merchants and customers. Server has end to end transaction. It does not handle with public key only with the private key and message digest. Mutual authentication between users is for security purposes. Valid signature gives a recipient reason to believe that the message was created by non sender. Message digest the representation of the text in the form of single string of digit created using a formula. The comparison factors between the other existing system are symmetric key ,falcified data, duplicated data Race mechanism In the scheme it supports the concepts of reports and evidences. In the reports its of format R={R,F,X} where it gives sessions ids and flag bits and the number of packets sent through the medium. The evidences include E={R, X, Ts, H (MX), h (0), h(X), H (SigS(R, X, Ts,H(MX)), SigD(R, Ts, h(0)))}In race mechanism the portable node will send the the data to the other [10].Each node keeps information about the details of it with it temporarily. When the trusted party asks for the evidences the nodes will sent the evidences. The different phases of the architecture do different duties such as classifier classify the nodes with fair and cheating reports .the cheating reports testified and evicted from the node base on different rules. The evicted nodes are evicted from the network. While cheating occurs the trusted party asks for the evidences and the node will submit the evidences and these evidences are verified .if verified evidences are falcified data the node cannot be able sent the data to the data. III IMPLEMENTATION In the proposed system the system consists of different phases such as Communication phase Classifier phase Identifying cheaters phase Credit update In communication phase it divides into different modules such as rout establishment, data transmission evidence composition, payment report composition/submission Communication phase Communication phase is divides into different sections as shown in below. In this phase communication from one phase to other takes place. In this it temporarily stores the evidences and the reports in this phase. In communication phase it end to end communication. It uses DSR algorithm to transfer the information from one to another. It first sends the route request message (RREQ) and then its session ID’s such as origin and destination. It then send the route reply message send from the destination node. Here it contains the TTL value where TTL is the maximum number of intermediate nodes in the network. When we sent the data from one node to the intermediate node then the TTL value gets decreased. Here a hash chain root is created to send the information from origin to destination. The hash chain authenticated with the signature helps to route the data. Here the evidences are present where the evidences are unmodifiable and undeniable. Network Model Route establishment Data transmission Evidence composition Payment report composition Network Model Route establishment: The mobile nodes are probable assailant but the TP is fully solid. The mobile nodes are autonomous and self-interested and thus motivated to misbehave. The TP is run by an operator that is prompt to make certain the network proper operation. In order to establish an end-to-end route, the origin node broadcasts the Route Request(RREQ) packet containing the identities of the origin (IDS) and the destination (IDD) nodes, time stamp (Ts), and Time-To-Live (TTL). The destination node devises the Route Reply (RREP) packet for the nodes beam the first received RREQ packet, and sends the packet back to the origin node. Data transmission: The origin node sends data packets to the destination node through the established route and the destination node replies with ACK packets. For the Xth data packet, the origin node appends the message MX and its signature to R, X, Ts, and the hash value of the message and sends the packet to the first node in the route. The security tokens of the Xth data and ACK packets are illustrated. The origin node’s signature is an undeniable proof for relying X messages and ensures the message’s authenticity and rectitude. Evidence composition: Evidence is defined as information that is used to establish proof about the eventuality of an event or action, the time of eventuality, the parties involved in the incident, and the outcome of the incident. The impetus of Evidence is to resolve a dispute about the amount of the payment resulted from data transmission. Payment report composition/submission: A payment report is updated by the Trusted Party. After the Trusted Party verification any transaction is updated. By using the Certificate, Public Key, Symmetric Key, the transaction is approved. If the transaction is faulty or fraud, then the Trusted Party verifies it and the transaction is cancelled. The transaction amount will not be updated in the receiver account. Classifier In classifier the nodes consistency is determined. The fair reports and the cheating reports are investigated. Here in cheating reports it will steal the credits . The fair reports are rather complete or broken sessions. Identifying cheaters : In this phase the cheaters are identified using some rules. Our main objective of secured payment is identifying the ones who steals the credit and one who pays less. So for this the TP determines the evidences and the evidences are verified. The evidences consists PROOF where by investigating the proof we can find the cheaters. PROOF is composed by the onion hashing technique. Cheating nodes are evicted from the network. Update credits In this phase credits are updated to the account. The fair reports update in the account. Hera the public/private key pair is use for the communication and the symmetric key is used for the submission of the fair reports. After identifying the duplicated and falcified data from the network they are evicted from the network. Here when first cheating action occurs the cheating node is investigated . In my area of research the identified node is evicted from the network so that they to register again to the trusted party as well as each node is provided with trusted value ie, the node with high trust value helps to transfer the data such as the path in which the data passed is of high trust value it considered as valid path IV CONCLUSION It is of 24 bytes length. Small size reports (≈ 24 bytes).Fair reports are clear with almost no cryptographic operations or processing overhead. It reduce communication and processing overheads significantly. It effective implementation due to little storage required. In this secure values are given t each nodes is considered as future work V REFERENCES [1] Mahmoud And Shen: A Secure Payment Scheme With Low Communication And Processing Overhead For Multihop wireless networks., IEEE Transactions On Parallel And Distributed Systems, Vol. 24,No. 2, pp. 209-224, February 2013. [2] G. Shen, J. Liu, D. Wang, J. Wang, and S. Jin, â€Å"Multi-Hop Relay for Next-Generation Wireless Access Networks,† Bell Labs Technical J., vol. 13, no. 4, pp. 175-193, 2009. [3] C. Chou, D. Wei, C. Kuo, and K. Naik, â€Å"An Efficient Anonymous Communication Protocol for Peer-to-Peer Applications Over Mobile Ad-Hoc Networks,† IEEE J. Selected Areas in Comm., vol. 25, no. 1, pp. 192-203, Jan. 2007. [4] H. Gharavi, â€Å"Multichannel Mobile Ad Hoc Links for Multimedia Communications,† Proc. IEEE, vol. 96, no. 1, pp. 77-96, Jan. 2008. [5] S. Marti, T. Giuli, K. Lai, and M. Baker, â€Å"Mitigating Routing Misbehavior in Mobile Ad Hoc Networks,† Proc. MobiCom à ¢Ã¢â€š ¬Ã… ¸00, pp. 255-265, Aug. 2000. [6] G. Marias, P. Georgiadis, D. Flitzanis, and K. Mandalas, â€Å"Cooperation Enforcement Schemes for MANETs: A Survey,† Wileyà ¢Ã¢â€š ¬Ã… ¸s J. Wireless Comm. and Mobile Computing, vol. 6, no. 3, pp. 319-332, 2006. [7] Y. Zhang and Y. Fang, â€Å"A Secure Authentication and Billing Architecture for Wireless Mesh Networks,† ACM Wireless Networks, vol. 13, no. 5, pp. 663-678, Oct. 2007. [8] L. Buttyan and J. Hubaux, â€Å"Stimulating Cooperation in Self-Organizing Mobile Ad Hoc Networks,† Mobile Networks and Applications, vol. 8, no. 5, pp. 579-592, Oct. 2004. [9] Y. Zhang, W. Lou, and Y. Fang, â€Å"A Secure Incentive Protocol for Mobile Ad Hoc Networks,† ACM Wireless Networks, vol. 13, no. 5, pp. 569-582, Oct. 2007. [10] P.Visalakshi1, R. Dineshbabu2 and K. Vijayalakshmi3 1,2SRM University, MCA Department, Kattankulathur, Kanchipuram, India 3St. Peter’s University, Department of Computer Science Engineering, Avadi, Chennai, India

Spender And Sankichi: Two Views Of Disaster :: essays research papers fc

Stephen Spender's "Epilogue to a Human Drama" and Toge Sankichi's "Dying" are poems detailing the destruction of two cities, London and Hiroshima, respectively, during or after World War II bombings. Spender wrote "Epilogue to a Human Drama," hereafter referred to as "Epilogue," after a December air raid of London during the Battle of Britain, which ravaged and razed much of England from Summer 1940 until Spring 1941. Sankichi wrote "Dying" from his vivid recollections of the surprise atomic bombing of Hiroshima, which decimated the Japanese city in less than a second. Both the Battle of Britain and Hiroshima were horrible, senseless, and vicious incidents that exacted gave tolls on innocent victims. Spender endured the Battle of Britain, and Sankichi experienced the horror of Hiroshima. The poets' responses differ greatly in style and perspective, but each work clearly defines the ramifications of atrocities such as those committed a gainst Spender, Sankichi, and the populations of London and Hiroshima. England's Royal Air Force battled Germany's Luftwaffe from August 1940 until May 1941. During that conflict, England was subjected to air raids day and night. When Hitler finally withdrew his birds of war, four hundred thousand British citizens had been killed, forty-six thousand had been seriously wounded, and one million homes had been leveled. After one raid, a relief team helped a woman who had covered been covered in powdered brick and plaster and was bleeding profusely. As they aided her, she repeated four words continually in a tone of quiet terror: "Man's inhumanity to man†¦Man's inhumanity to man†¦" (Jablonski 148). Stephen Spender was in London for the duration of the bombings. He saw the demolition of surrounding buildings. He heard the droning of approaching bombers. He smelled the smoke of raging infernos. In his autobiography World Within World, Spender describes his mental condition during the raids as a "trance-like condition" and describes how he forced himself to think of places and things as merely mental concepts in order to avoid losing mental control (285). Hiroshima's destruction came without warning. Japanese High Command, which was located Hiroshima's ancient castle, was alerted early to the approach of the Enola Gay by an observation post on the island of Shikoku. The High Command elected to sound no air raid warning because they considered it senseless to disrupt work in local armament factories due to a single plane (Bruckner 98). At precisely 8:15 AM local time, the fuse was lit inside the descending bomb.

Make-Up

Make-up for pre-teens? Recently is seems that more and more girls under the age of eleven are starting to wear makeup, but why? They do not need to their still children. First, many feel that makeup causes damage to the skin, for both older women and younger women. It can be especially damaging to the skin of younger children. Besides, do young children really need to wear makeup? Of course, we all get that awkward stage and you start not liking the way you look. Many doctors feel that this is just one of the growing pains of life.This may be very difficult for a pre-teen girl to accept. Another reason why some parents feel that young girls should not wear makeup is because they will not learn to appreciate their own natural beauty. Of course, most pre-teens do not even want to hear that . It does damage your skin badly; however, it is okay to wear make-up sometime for a special occasion. However, the majority of them did feel that it is important not to overdo it on the makeup. Just a little lip-gloss should be okay.Some of the pre-teens begin to get skin irritations from the makeup. The bottom line is that many parents feel that allowing young children to wear makeup can be hazardous to third skin, but if it is just for fun then it is ok. I am sure that we could all come up with dozens of reasons why young girls should not wear makeup, but it is the parent's decision. We should not look down at the any parent who chooses to allow their child to wear makeup at a young age. Justine Stevens

Self Regulation Theory In Relation To Motivation Education Essay

Learning and geting a 2nd or foreign linguistic communication can be hard for some people and at the same clip easy for others. Factors act uponing this observation may be explained in footings of single differences in Second Language Acquisition ( SLA ) . These person ‘s differences may include personality, intelligence, linguistic communication acquisition schemes, attitude, emotion and motive. Some research workers believe that motive may impact scholars ‘ whole procedure of larning a 2nd linguistic communication ( L2 ) ( Gardner & A ; Lambert, 1972 ) . One theory which has long been recognised in the field is called self-government theory ( e.g. Brown 1981, 1990 ) , and it examines intrinsic/extrinsic motive in L2 acquisition. However, there has besides been a development of a more process-oriented theoretical attack viz. the procedure theoretical account of L2 motive by Dornyei & A ; Otto ( 1998 ) . They have highlighted the importance of developing self-regulatory schemes to pull off, reinforce or prolong one ‘s motive during the class of larning. Consequently, L2 self-regulation theory was subsequently proposed by Dornyei ( 2005 ) , and the theory represents a major reformation of old motivational thought. This essay, hence, will discourse the extent in which motive plays a cardinal function in 2nd linguistic communication acquisition. The focal point of this essay is specifically on the linkage between self-regulation theory and 2nd linguistic communication acquisition, utilizing the writer ‘s personal experience in Iranian linguistic communication acquisition as a instance survey. Research Objective The purpose of this essay is to analyze the writer ‘s experience in Iranian linguistic communication acquisition and analyse, based on self-regulation theory, to what extent motive contributes to the acquisition of a 2nd linguistic communication. Methodology The essay employs a qualitative analysis based on theories and the writer ‘s personal experience in Iranian linguistic communication acquisition. First, definitions of the term ‘motivation ‘ will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and concepts of motive in relation to self-regulation will be explored. Third, the function of motive in the writer ‘s Iranian Learning Experience will be evaluated based on self-regulation theory. Finally, a decision will be presented with a farther treatment on future recommendations.Chapter TWODEFINITIONS OF MOTIVATION Motivation is a wide construct, and definitions of motive vary harmonizing to research and findings. The purpose of this subdivision is to research several definitions of the term ‘motivation ‘ and conclude on the most appropriate definition in 2nd linguistic communication ( L2 ) larning which will lend to this essay. To get down with, motive comes from the Latin verb ‘movere ‘ which means to travel. It can be described as the driver bring oning a individual to take a certain action, do a determination, or invest attempts toward transporting out certain behaviors ( Dornyei & A ; Ushioda, 2011: 3 ) . In a psychological position, motive is frequently defined as the psychological quality that leads people to accomplish a end. For linguistic communication scholars, command of a linguistic communication may be a end. For others, communicative competency or even basic communicating accomplishments could be a end. In a socio-educational model, motive to larn the 2nd linguistic communication is viewed as necessitating three elements: attempt, desire, and enjoyment. First, the motivated single must use an attempt to larn the linguistic communication. There must be a relentless and consistent strive to accomplish success in larning such as by making prep, practising the linguistic communication whenever there is an chance, etc. Second, the person must show the desire to accomplish the end. Such single will make all that is necessary to accomplish the end. Third, the motivated person will bask the undertaking of larning the linguistic communication. Such an person will state that it is fun, a challenge, and gratifying, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to distinguish persons who are more motivated and those who are less motivated. However, each component, by itself, is seen as deficient to reflec t motive. Some pupils may expose attempt, even though they have no strong desire to win, and may non happen the experience peculiarly gratifying. Others may desire to larn the linguistic communication, but may hold other things that detract from their attempt, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motive has been identified as one of the key factors which determines L2 accomplishment and attainment. Motivation ab initio serves as an drift to bring forth acquisition and subsequently as a prolonging force to guarantee that the scholar remains on-track with geting the mark linguistic communication ( Cheng & A ; Dornyei, 2007 ) . Harmonizing to Gardner ( 1985: 50 ) , he posits that motive in acquisition is based on four features: â€Å" a end, effortful behavior, a desire to achieve the end and favorable attitudes toward the activity in inquiry. † Dornyei and Otto ‘s definition of L2 motive ( 1998: 65 ) has a broader sense ; they defined motive as â€Å" the dynamically altering cumulative rousing in a individual that initiates, directs, co-ordinates, amplifies, terminates, and evaluates the cognitive and motor procedures whereby initial wants and desires are selected, prioritised, operationalised and ( successful ly or unsuccessfully ) acted out. † Harmonizing to Dornyei and Ushioda ( 2011: 4 ) , the by far definition that most SLA research, including this essay, would hold on concerns the ‘direction ‘ and ‘magnitude ‘ of human behavior, that is, motive histories for: why people decide to make something ( pick ) , how long they are willing to prolong the activity ( continuity ) , and how difficult they are traveling to prosecute it ( attempt ) . It is of import to observe that although pick, continuity, attempt are the three key issues leting scholars to modulate their ain motive, Ushioda ( 2003: 99-100 ) further demonstrates that in order for motive to turn in a positive manner, it can non be seen as a progressive efforts to modulate behavior from outside. There needs to be supportive interpersonal procedures which foster the development of liberty and the growing and ordinance of motive from interior. Thus, with this in head, this essay will see the issue of motive in relation to self-regulation in the undermentioned chapter.Chapter THREEREVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motive plays an of import function non merely in general academic acquisition, but besides in the procedure of accomplishing the end in a 2nd linguistic communication acquisition. Harmonizing to Dornyei ( 2002 ) , L2 motive has been seen as a dynamic concept that directs and enhances larning behaviors. There are many theories that devoted to motive in relation to autonomy and scheme usage, and two most-cited theories are self-determination theory and self-regulation theory. The self-government theory, which was developed from the instruction psychological science attack, examines about intrinsic and extrinsic motive in relation to the scholar ‘s behaviors and ordinance. It denotes a sense of pick, personal duty, and self-initiation of behaviors. While the self-regulation theory, a more recent development within the field of SLA research, refers to spontaneous ideas, feelings, and actions that are planned and cyclically adapted to the attainment of personal ends. Other well-known related theories are Language Learning Strategies ( LLS ) and L2 Motivational Self System. LLS is another attack which relates to strategic behaviors and keys property of good linguistic communication scholars. This theory has been seeking to set up a nexus between strategic behavior and existent acquisition additions, to show that schemes are non culturally biased, and to explicate why hapless schemes user differs from good scheme users merely in how they use schemes in context but non in the sorts or frequence of scheme they use ( Ortega, 2009:214 ) . Though self-regulation is a more recent alternate survey that replacing the traditional accent on sheer frequence of scheme usage. Its accent on the creativeness of attempts employed to command one ‘s acquisition processes is the chief issue I would wish to indicate out in this essay. L2 Motivational Self Systemis another of import recent theory of L2 motive proposed by Dornyei ( 2005 ) . It concerns motive particularly in footings of the theory of possible egos and the self-discrepancy theory ( Dornyei & A ; Ushioda, 2011 ) . Pulling on theoretical paradigms from both motivational psychological science and L2 motivational research, Dornyei ( 2005 ) ‘s L2 Motivational Self System theoretical account has three chief dimentions: the Ideal L2 ego, the Ought-to L2 ego, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motive in the context of SLA, self-regulation theory seems to outdo tantrum this essay. The self-regulatory attack allows for the combined survey of motive and strategic behavior, and of knowledge and affect, under a individual theoretical model. As supported by Ortege ( 2009: 211 ) who demonstrates a clear relevancy of self-regulation theory to SLA and single differences when â€Å" larning another linguistic communication poses a high-anxiety and complex challenge that demands cognitive every bit good as affectional self-regulation, and persons differ in their capacity to self-regulate. † There have been concerns about the clear-cut of LLS, as harmonizing to Dornyei ( 2005: 162 ) , there is a alteration of position that the LLS are â€Å" vastly equivocal phenomena and nil is distinct about them. † Furthermore, Dornyei ( 2005: 190 ) stated that research workers started to accept that analyzing the LLS was non of import every bit much as the fact that the ‘good ‘ scholars choose to set originative attempt in their ain acquisition and that they have the capacity to make so. Therefore, because of larning schemes examine the result of these forces, I decided to pull self-regulation theory which is looking at the initial drive forces. The L2 Motivational Self System besides does non suit in my context of depicting a short linguistic communication experience. It concerns more in footings of primary beginnings of the motive to larn another linguistic communication which are the Ideal L2 Self, Ought-to L2 Self, and L2 larning Experience. Review of Self-regulation Theory in Second Language Acquisition The get downing point of self-regulation theory is that human enterprises are ever purposive, knowing, effortful and voluntary ( Boekaerts et al. , 2006 ) . In the face of multiple ends and resulting environmental challenges, worlds are capable of accomplishing the terminals they choose to prosecute because they are able to self-regulate their behavior ( Ortega, 2009: 211 ) . In the context of SLA, L2 self-regulation is a procedure by which persons direct their attempts, ideas, and feelings toward the attainment of their personal ends, and self-regulation is neither a distinct mental ability nor an academic accomplishment ( Zimmerman, 2000 ) . In other words, self-regulation involves procedures, responses, and schemes that pupils initiate and regulate ( Zimmerman, 1986 ) to trip and prolong both their behavioural behavior and their cognitive and affectional operation ( Boekaerts, Pintrich, & A ; Zeidner, 2000 ; Zimmerman, 2001 ) . Self-regulation theory became the recent developments in the field of L2 single differences as there has been a demand to reconceptualize the ‘strategic behavior ‘ into a theory over the past decennaries. The two chief advocates for this impulse are Dornyei and Skehan ( 2003 ) who have pointed out that the L2 larning strategic behaviour should non be limited to O'Malley and Chamot ( 1990 ) ‘s taxonomy of ascertained heuristic and reported mental procedure or Oxford ( 1990 ) ‘s stock list of self-reported frequences of scheme usage. Then, in 2005, Dornyei pushed frontward the solution to speculating larning schemes and claimed self-regulation theory as a model for SLA research about strategic behavior during L2 acquisition. Self-regulation Schemes Dornyei has created a theoretical account of motivational schemes based on the psycholinguistic construct of selfaˆ?regulation which is intended to reaˆ?theorize linguistic communication larning schemes by analyzing strategic acquisition in the paradigm of selfaˆ?regulation ( see Dornyei, 2005 ; Tseng et al. , 2006 ) . This taxonomy of strategic acquisition is based in the model of motive control schemes ( Dornyei, 2001 ) and consists of five classs. Dornyei ( 2006 ) notes that his system was based on Kuhl ‘s ( 1987 ) and Corno and Kanfer ‘s ( 1993 ) taxonomy of action control schemes. The classs are defined below: 1. Commitment control schemes Commitment control schemes examine the pupils ‘ ability to put and make ends in their acquisition. It helps to continue or increase the learners'original end committedness. For illustration, pupils may maintain in head favorable outlooks or positive inducements and wagess, or pupils may concentrate on what would go on if the original purpose failed. 2. Metacognitive control schemes Metacognitive control schemes involve the monitoring and controlling of concentration, and the curtailing of any unneeded cunctation e.g. placing repeating distractions and developing defensive modus operandis, and concentrating on the first stairss to take when acquiring down to an activity. 3. Satiation control schemes Satiation control refers to pupils ‘ capacity to command ennui and dissatisfaction in a acquisition undertaking, and the ability to get by with these negative feelings ( Dornyei, 2005 ) . For illustration, pupils may add a turn to the undertaking or utilizing one ‘s phantasy to invigorate up the undertaking. These schemes can assist to extinguish ennui and add excess attractive force or involvement to the undertaking. 4. Emotion control schemes Emotional control schemes examine how scholars cope with emotionally charged feeling such as emphasis, depression and letdown that may impede their linguistic communication development. For illustration, pupils may utilize self-encouragement or utilizing relaxation and speculation techniques. 5. Environment control schemes Environmental control schemes refer to how a pupil controls their acquisition environment in order to ease survey. Learners with good environmental control are more cognizant of how their environment affects their acquisition and hold schemes to control these negative effects. For illustration, pupils may seek to extinguish distractions or inquiring friends to assist. Such activities will assist in extinguishing negative environmental influences and working positive environmental influences by doing the environment an ally in the chase of a hard end.Chapter FOURPERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Iranian Language Experience is portion of the Second Language Teaching and Learning faculty. The purpose of this linguistic communication experience is non chiefly for future usage but to represent, and do more existent, some of the issues connected with the linguistic communication instruction and acquisition with which the faculties trade. The teacher gives the grounds for taking this linguistic communication as follows: It is improbable that any of the faculty pupils has learned it before. It is an Indo-Europeaen linguistic communication, and so its grammatical classs, and some of its vocabulary, will be comparatively familiar to pupils. The class runs eight hebdomads, covering the first six lessons of the text edition. The pupils will larn in romanised written text non the Arabic book version as the intent is to larn a limited sum of colloquial Persian ( Farsi ) , with associated grammar and vocabulary. There will be a reappraisal session at the terminal of each two-lesson subdivision. ( See Appendix 1 for more inside informations ) The category consists of about 30 pupils from assorted nationalities, assorted with females and males, aged about from 20 to 25, and all the lessons are taught in English. The teacher is the native talker of the mark linguistic communication. I am a complete beginner-level scholar as I have no old cognition in Iranian linguistic communication or civilization. Though, I still show a great involvement in larning a new linguistic communication. I see this as a challenging undertaking, and I am extremely motivated by the idea of utilizing the linguistic communication as a mean of researching Iranian civilization and people. Iranian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that larning a 2nd linguistic communication is considered as a challenging undertaking which requires clip and attempt. As I am extremely motivated to utilize the linguistic communication non merely merely for the intent of the faculty, I developed my ain end to larn the linguistic communication every bit much as I could within the clip bound. In order to accomplish the end, maintaining my acquisition on path is really of import and the undermentioned schemes are how I regulate my Iranian linguistic communication acquisition in conformity to self-regulation theory: Commitment control schemes During the first two hebdomads, I was really interested to larn the linguistic communication when the teacher began to present the lesson with an easy to retrieve greeting phrase. I became more motivated to larn Iranian when the teacher presented about the tourer topographic points and the civilization. Hence, I made up my head that I have to take this as an chance to larn the linguistic communication every bit much as I could in order to go to the country in the hereafter. With this in my head, I committed myself to purchasing a Iranian text edition, so I would hold to to the full use the book and survey exhaustively throughout the class. Metacognitive control schemes After the consequence of the first quiz, I became cognizant that keeping my motive through civilization geographic expedition was deficient, and I needed to reexamine more grammar and vocabularies sporadically. In other words, I needed to construction my Iranian acquisition by puting frequent ends. To exemplify clearly, I set mini-goals for myself to finish one or two exercisings in the text edition per twenty-four hours. I besides had a specific end for each hebdomad that I must complete analyzing one chapter in the text edition before every Monday category. In the instance that there were other deadlines from other classs and I could non complete one chapter by weekend, I told myself to give a Sunday eventide to finish the chapter. These mini ends provided me an chance to reflect and supervise my ain advancement each hebdomad and helped supplying the motive to concentrate on my undertakings. Satiation control schemes During the class, I was ever looking for a new inspiration or a new motive in larning the linguistic communication. I enhanced my involvement by seeking about tourer topographic points or Iranian civilization online. I besides recorded my ain voice to get the better of ennui while larning new vocabularies or practising pronunciation. Emotion control schemes It was obvious that I experienced negative feelings such as anxiousness, defeat, and disheartenment after the consequence of the quiz. I avoided interacting with the teacher in the undermentioned lesson. However, I understood that I could non maintain avoiding the interactions, and it would be better if I had prepared for the lesson in front. I tried to acquire rid of negative feelings and cheered myself up by reminding myself about the existent purpose of the class, which is to indicate out some issues in the instruction and acquisition of a 2nd linguistic communication, and that the quiz grade was merely a manner to reflect on my L2 acquisition advancement. Environment control schemes As the Persian lesson runs merely one hr per hebdomad, larning in category would be deficient to accomplish my personnal end. to finish the book. Therefore, I tried to hold excess lessons and/or sought out extra beginnings of input and interactions. I look for a good environment that have easy entree to clip and topographic point to avoid cunctation such as the cyberspace ; I pattern Iranian pronunciation through YouTube pictures and analyze more about Iranian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my day-to-day advancement in order to integrate received feedback on the prospective assignment, it helped me to supervise my advancement and detect my schemes whether the manner I self-regulate has been bettering my acquisition or non. In footings of committedness control schemes, I had a high sum of motive in the beginning that I wanted to larn every bit much as I could. I had a really high outlook of myself and even bought the text edition in hope to analyze farther the demand. Although, this might non be strong plenty to maintain myself commit to my end, in fact it kept me engaged in the undertakings for a short period. Part of this failure was due to the fact that I did non hold a definite agenda of my Iranian acquisition and that I was distracted by other topics. Another portion might due to high intrinsic motive, I was excessively ambitious to larn and did non analyze my ability exhaustively. However, even though my motive was dropped after the quiz, when I subsequently set up the mini ends for each hebdomad, my procedure of learn became more construction and prolong my motive throughout the hebdomad. In other words, these schemes help me minimising cunctation or distraction and maximising concentration and maintaining ends in focal point. This can be said that metacognitive control schemes are indispensable to develop a scholar liberty. As Wenden ( 2001: 62 ) demonstrates that â€Å" a acknowledgment of the map of metacognitive cognition in the self-regulation of larning should lend to a clearer apprehension of scholar liberty, particularly how it can be developed and enhanced. † Wenden ‘s findings on the function of metacognitive cognition in self-regulatory procedure besides corroborate Chamot and O'Malley ‘s ( 1994: 382 ) observation that â€Å" expressed metacognitive cognition about undertaking features and appropriate schemes for undertaking sol ution is a major clincher of linguistic communication larning effectivity † . In add-on to my repletion control schemes, the manner that I ever look for inspiration from different beginnings for my ain acquisition can maintain my larning on procedure. In my sentiment, this scheme should be a manner to increase my motive when I feel procrastinated or bored. However, I found myself passing excessively much clip shoping on the cyberspace about Iranian civilization and had less clip to reexamine the undertaking. I should be careful that it would non take up excessively much clip of my day-to-day Persian acquisition otherwise it would non be effectual. So, it seems that this scheme might non be helpful to me sometimes because I can utilize it as an alibi to stall. My emotion control schemes, peculiarly to my positive self-talk is besides mentioned in a survey by Bown ( 2009 ) that this technique helped scholars maintain position on their linguistic communication acquisition. It alleviated feelings of defeat or anxiousness. Bown divided that scholars used self-talk for two primary intents: ( a ) to remind themselves of their ain motive for larning the linguistic communication and ( B ) to promote themselves when they felt that they were non doing adequate advancement. The usage of this self-talk besides served to assist scholars maintain their outlooks of themselves realistic, as informed by their beliefs about linguistic communication acquisition. Learners would state themselves that errors are portion of acquisition or that it takes longer to larn Russian than other linguistic communications they may hold studied antecedently ( Bown, 2009 ) . Though it is true that the usage of this scheme became effectual when I had a low quiz grade, in my i nstance it must be combined with other schemes ( such as metacognitive control schemes ) at the same clip in order to wholly encouraging myself. I must hold a definite program ( the mini ends ) to back up my positive self-talk. For my environment control schemes, Wolters ( 1998 ) , mentioning research from Corno ( 1989, 1993 ) , Corno and Kanfer ( 1993 ) , and Kuhl ( 1984, 1992 ) , pinpoints a self-regulation technique I employed: ( 1 ) environmental control, for illustration â€Å" a pupil who†¦ decides to travel to a quiet topographic point conducive to analyzing ( 225 ) . † In my sentiment, the manner that I ever try to turn my environing environment into a learning environment for me makes me sometimes bask larning by myself instead than analyzing in the schoolroom. It helps me finish the mini end I set for myself in each twenty-four hours. In add-on, this can be supported by the survey from Bown ( 2009 ) . The findings suggested that effectual self-regulation depended on the scholars ‘ sense of themselves as agents in the acquisition procedure. Learners who recognized their function as writers of their ain acquisition transformed the acquisition environment to run into their single de mands ( Bown, 2009 ) .Chapter FIVECONCLUSION AND DISCUSSION It is believed that motive is indispensable in larning a 2nd linguistic communication as it can be a goaded force for the scholars to get down their 2nd linguistic communication acquistion and it can be a force that sustain the acquisition throughout the acquisition. However, motive, harmonizing to Dornyei and Ushioda ( 2011 ) , is a dynamic and complicate factor which concerns about the pick, continuity, and attempt of the scholars in modulating thier ain motive. From this, motive can be seen as a factor that correlative to the scholar behavior which can lend to the scholar liberty. There are many theories which were developed to analyze about motive in relation to L2 learner behavior and scheme usage. Self-government theory ( SDT ) is one of the theories that has a wide model for the survey of human motive and personality. It is concerned chiefly with intrinsic motive and the manner to which the person is self-motivated and self-determined.Language Learning Strategies ( LLS ) is another attack which examines the schemes that the good linguistic communication scholar employ. The L2 Motivational Self System is another recent attack in relation to L2 motive and the ego model. It concerns three ‘self ‘ dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the grade to which persons are active participants in their ain acquisition. It is a more dynamic construct than larning scheme, foregrounding the scholars ‘ ain strategic attempts to pull off their ain accomplishment through specific beliefs and procedures ( Dornyei, 2005 ) . In the context in this essay, it is found that motive became a critical factors on how the scholar will take the schemes to modulate his/herself and maintain the acquisition procedure traveling in order to accomplish end of larning a 2nd linguistic communication. In other words, it can be argued that self-regulation of L2 acquisition is multidimensional, including cognitive, metacognitive, motivational, and behavioural procedures that scholars can use to heighten accomplishment. The deliberative, adaptative procedure of self-regulation enables scholars to manage undertakings efficaciously and prepares them to take duty for their acquisition ( Wenden, 2001 ) . In chapter 4, based on the Self-regulation theory, my Iranian Learning Experience has been evaluated in relation to motive. Harmonizing to the four self-regulation schemes I employed, it is found that I depend much or less on motive to modulate or command the four schemes. For case, motive became a important factor on how I use the metacognitive control schemes to alter the manner I learn the linguistic communication. While motive has been seldom concerned on how I chose the topographic point to analyze as in the environment control schemes. Nevertheless, I could non hold more that both motive and the four self-regulation schemes are the two indispensable factors that can non be overlooked in scholar liberty and the development in the procedure to heighten single acquisition in order to accomplish the end. Though the purpose of the Iranian Language Learning category was simply to see the issues that can be raised in L2 acquisition and instruction, the fact that the category is conducted merely one hr per hebdomad might non be plenty to actuate some scholars to prosecute during the lesson. In order to hold a more effectual category, the teacher could raise an consciousness of utilizing self-regulation schemes which I believe will be fruitful for the pupils themselves to hold an chance to supervise their acquisition advancement and develop their larning liberty in L2 acquisition. As Hurd ( 2008 ) emphasises, awareness-raising of self-regulation in L2 acquisition is every bit if non more of import in independent larning scene ( e.g. on-line environments and distance acquisition ) , where pupils lack the sort of social-affective support provided by regular interactions with other scholars and the instructor, and typically may be prosecuting in linguistic communication acquisition on top of full-time survey and personal committednesss.